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Item Summary

Title: Attention deficits and working memory: phonological and visuospatial memory subsystems as mediators of central executive function and scholastic achievement in children
Authors: Scalan, Sean W.
Advisor: Rapport, Mark D
Issue Date: Aug-2003
Publisher: University of Hawaii at Manoa
Abstract: Baddeley's (1990) empirically based model of attention and working memory provides the necessary framework for investigating the relative influence of phonological and visuospatial working memory as potential mediators of attention deficits and intelligence in affecting scholastic achievement in children. In the present study, we sought to determine the extent to which vigilance (an indicator of central executive function) and intelligence affect early and long-term scholastic achievement in 300 school-aged children after controlling for relevant sociodemographic variables (age, SES) using a cross-sectional, longitudinal design. A mediator model was subsequently examined to determine whether phonological and visuospatial memory subsystems independently attenuate the relationship between intelligence and central executive functioning and children's early and long-term scholastic achievement consistent with hypotheses derived from Baddeley's (1990) model of working memory. Structural equation modeling (SEM) was used to examine and compare the baseline and mediator models. Collectively, the results support the role of phonological working memory as an important mediating variable between both central executive functioning and early intelligence, and long-term scholastic achievement in children. Implications of these results for understanding the developmental trajectory of children with attention deficits and general theoretical models of Attention-Deficit Hyperactivity Disorder (ADHD) are discussed.
Description: vi, 52 leaves
URI/DOI: http://hdl.handle.net/10125/6874
Rights: All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections:Ph.D. - Psychology



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